| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "LANGUAGE PRECEDING THOUGHT": |
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Language Preceding Thought, 2007.
An in-depth look at human language.
2,573 words (approx. 10.3 pages), 16 sources, MLA, $ 77.95
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Abstract
This paper reviews and discusses human language. According to the paper, human language as an ability is a very intricate competence that cannot be defined within a confined dynamic because it can modify into numerous structures and can be both recorded,signed and articulated. The paper reports that one of the most efficient and simplest ways to cover the dynamics of a language is by recognizing and defining its indispensable elements.
Outline:
Introduction
The Cognitive Approach
LRH: Summary
Thought Determines Language
Studies of Development
The Interdependence of Language and Thought
Summary
From the Paper
"Numerous subsequent studies, over the years, have backed this notion. The group of studies now being mentioned mainly studies the relation of the recognitions of concepts with the application of language. Tomasello and Farrar (1986) in their study focused on the understanding of the relational terms such as 'gone', 'down' and 'up' while analyzing the growth of the idea of an entity's solidity. They concluded that the changes that occurred while the object was visible were more quickly observed as opposed to when the object was not visible. Sinclair-de-Zwart (1969) in her study mainly concentrated on the child's ability to save or store info that if and when an object modifies its shape, it does not, in affect, modify its volume or mass. She observed that if the children understood the terminologies related to the change then they were able to store the info and not otherwise. She also observed that the children if did not understand the meaning of the words, teaching them the use of the words was inconsequent. Hence, all these studies support the understanding of thoughts and concepts for the effective use of language."
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English as a Second Language, 2002.
Examines how teachers of the English language to non-native speakers teach specialized vocabulary as part of their curriculum.
2,554 words (approx. 10.2 pages), 14 sources, APA, $ 77.95
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Abstract
Educators that provide instruction in English as a Second Language (ESL) must provide students with the primary concepts of English in the early stages of language development. As students progress and become more familiar with the language and its idiosyncrasies, advanced training is likely to acclimate students to much of the daily slang as well as complex vocabulary that they hear from native English speakers in routine conversation. It is the responsibility of the ESL instructor to provide this teaching at the appropriate juncture, and the most advantageous route is specialized vocabulary. This paper provides a discussion of the concept of word elements in the English language. It continues with an analysis of the methods by which ESL instructors teach technical or specialized vocabulary in their coursework, including various learning strategies for students. Finally, a brief discussion of the importance of specialized vocabulary in ESL acquisition precedes a conclusion.
From the Paper
"Gairns and Redman (47-48) describe three forms of word building: affixation, which is the process of adding prefixes and suffixes to the base part; compounding, which is the formation of two or more words that can also stand independently as a single word, and includes three types: adjective compounds, verb compounds, and noun compounds; and conversion, which is the process by which a word may be used in more than one way, such as a noun and a verb. Furthermore, Gairns and Redman (50) discuss the difficulties involved in word pronunciation, which often demonstrates the large disparity between the ability to write words in English and the ability to pronounce them correctly. Therefore, the importance of pronunciation must be expressed in student learning in order to achieve total mastery of the English language."
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Developments Preceding the European Industrial Revolution, 2002.
A look at historical and social causes of the European Industrial Revolution.
1,150 words (approx. 4.6 pages), 4 sources, $ 44.95
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Abstract
A five-page survey of the major developments that lead to the European Industrial Revolution. Writer traces major religious, political and economic developments from 1100 A.D. up through the Eighteenth century.
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Language, Thought and Perception, 2008.
An analysis of the influence of language upon thought and perception, and the influence of thought and perception upon language.
1,968 words (approx. 7.9 pages), 6 sources, MLA, $ 62.95
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Abstract
How much does our language influence what we can think and perceive? Indeed, does our language control what we can think and perceive? Conversely, do our thoughts and perceptions influence or even control our language? This paper explores these questions, and shows that - while it is difficult to say which comes first, as the process is clearly somewhat circular - it does seem that culture influences language more than language influences culture.
From the Paper
"Theories such as the Sapir-Whorf hypothesis, which combine linguistic relativity and linguistic determinism, are useful in that they remind us of the relationships between culture and language. For example, in Canada the many aboriginal languages have died - and in terms of this hypothesis, this is one of the important reasons why aboriginal cultures are under threat. On the other hand, in South Africa, despite decades of colonial rule and then apartheid, the indigenous languages, such as Zulu and Xhosa, remained very strong. This was reflected in the fact that the indigenous cultures remained very strong - so it is certainly possible that the survival of the languages enabled the survival of the cultures. "
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Action versus Thought, 2004.
An analysis of action versus thought in modern American law.
1,068 words (approx. 4.3 pages), 3 sources, MLA, $ 37.95
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Abstract
This paper discusses the option of penalizing criminal thought. The paper explains the fundamental concept in modern American law of the distinction between mere criminal thought and actual criminal conduct. The paper contends that, whereas criminal thoughts alone are usually not punishable as crimes, modern American law does generally authorize public safety authorities, law enforcement, and mental health agencies to confine citizens against their will anytime mere thoughts meet certain statutory criteria and are considered to represent a legitimate threat of harm to themselves or to the general public.
From the Paper
"Even after criminal convictions for actual criminal conduct, elements of criminal punishment still require a ?guilty mind,? and sentencing guidelines recognizing varying degrees of malice, even for the same specific act. Typically, criminal statutes distinguish between criminal conduct in several different degrees, such as first or second degree murder, based largely on the specific state of mind, or specific intent of the criminal. In many instances, criminal conduct is punishable by life in prison, or even by the death penalty, such as in the case of first degree murder, which requires a guilty mind, or malice (Taylor, 1982). Conversely, even deadly conduct, is, in certain circumstance, prosecuted and punished much more leniently, such as in the case of second degree murder, involuntary manslaughter, and negligent homicide."
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Rational Thought, 2004.
A look at the fundamental aspects of rational thought.
690 words (approx. 2.8 pages), 3 sources, MLA, $ 23.95
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Abstract
This paper describes the fundamental aspects of rational thought and the common barriers to reasoning rationally. It defines rational thought and the process of reasoning and cites several barriers or obstacles to rational thought including unavailability of necessary knowledge, a disorder that prevents thinking at a rational level.
From the Paper
" The purpose of this paper is to describe the fundamental aspects of rational thought and discuss the most common barriers to rational reasoning. The paper begins ..."
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The Evolution of Thought, 2008.
A comparison and contrast of the views on the evolution of thought by Isaac Asimov in "Those Crazy Ideas" and Plato in "The Allegory of the Cave."
1,812 words (approx. 7.2 pages), 2 sources, APA, $ 58.95
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Abstract
This paper examines Isaac Asimov's "Those Crazy Ideas" and Plato's "The Allegory of the Cave," in which the evolution of thought is respectively described in the experience of the intellectually elite individual and in the experience of a society. The paper analyzes and compares their two views on the evolution of thought and then looks at their commonality in the assessments on the evolution of thought and their mutual regard of the whole of society.
From the Paper
"Asimov and Plato do, herein, have a fundamental difference of perspective on the fashioning of the pursuit of knowledge. Asimov seems to adopt his approach as he proceeds in his discussion, later amending an assertion that the creative evolver must make it a point to be 'as educated as possible' to contending that this pursuit should also be supplemented by the pursuit of as vast an array of disciplines as possible from which to have derived said knowledge. Falling in line with his notion that the re-combination of 'bits' of information, as it occurs in each individual, is the way in which an idea is formed, he reveals that the ability of a person particularly prone to the intellectual revelation of achieving a 'new idea' as a result of the re-combination of informational bits in a fashion as yet untried must be facilitated by a gathering of knowledge that, in its breadth and diversity, achieves informational permutations theretofore having not occurred in a capable vessel."
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The Evolution of Western Political Thought, 2006.
An analysis of the growth and change of political thought from the time of the Babylonians to the Greeks and Romans.
1,307 words (approx. 5.2 pages), 3 sources, MLA, $ 44.95
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Abstract
The paper uses the Code of Hammurabi, the Funeral Oration of Pericles, and Polybius' discussion of the Roman constitution, all as examples of the political thought present in each author's culture. It then compares and contrasts those political thoughts and ideas.
From the Paper
"In the course of historical research, it would seem, one of the primary goals is to seek out recognizable patterns of development, and of similarities and differences as well. One of the major ways of doing so is in the comparison of whatever written documents have survived a culture. For instance, one can draw some interesting conclusions from studying various sources from the ancient Babylonians, Athenian Greeks, and Romans. Within the frame of the western tradition each of these cultures effectively developed the ideas of the previous cultures further. The Athenians drew from the Babylonians, and the Romans expounded on the works of both cultures. This can be seen by a comparison of the Code of Hammurabi, the Funeral Oration of Pericles, and Polybius' discussion of Rome's constitution in his histories. Though each culture, as demonstrated through the above works, differed in many ways from the others, the earlier ones were doubtlessly the building blocks for more sophisticated and modern ways of thought that followed."
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Evolution of Western Thought, 2003.
A look at Max Horkheimer?s interpretation of the evolution of Western thought, as compared to that of Immanuel Kant.
1,420 words (approx. 5.7 pages), 3 sources, MLA, $ 47.95
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Abstract
Throughout modern history, no other period of human evolution has had a greater effect on the way people think than the Enlightenment. The philosophers and great thinkers of the Enlightenment changed the logic of the human mind for the better and propelled a period of mass advancement in all aspects of society. Western thought progressed over time to help build a more intellectual society. This paper looks at how modern philosophers such as Max Horkheimer and Immanuel Kant incorporated their views of Western thought into their political writings.
From the Paper
"Western thought is defined as the rational and critical inquiry into basic principles. Western thought is often divided into the four main branches of metaphysics, epistemology, ethics, and aesthetics. Metaphysics is the investigation of ultimate reality. Epistemology is the study of the origins, validity, and limits of knowledge. Ethics studies the origins, validity, and limits of knowledge. Aesthetics is the study of the nature of beauty in the fine arts. Western philosophy is usually considered to have begun in ancient Greece as an assumption about the underlying nature of the physical world. In its earliest form it was indistinguishable from natural science."
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Examining the Twin Earth Thought Experiment, 2007.
A look at four philosophers' theories on the 'Twin Earth' thought experiment' and an analysis of the definition of water.
1,318 words (approx. 5.3 pages), 3 sources, MLA, $ 44.95
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Abstract
This paper looks at four philosophers' theories on epistemology. It discusses their views and understanding of the 'Twin Earth' thought experiment. The paper then describes each of the philosopher's commentaries on their individual philosophy and analyzes their points and counterpoints. It also analyzes their logical reasoning with regard to their philosophy of the 'Twin Earth' thought experiment. The paper explores exactly what it is that defines water, and further, what defines a definition. It is written in a narrative form from the writer's perspective.
From the Paper
"What defines a definition? How can something be defined, and that definition be wrong? If a definition is indeed definite, what constitutes a "correct" definition? Or, what makes one definition more accurate than another? I have been presented with four different philosophical answers to the question raised of how words and definitions relate to each other. And here I am trying to come up with a definitive answer to what seems like a simple question: What is water? And as new ideas and new ways of conceptualizing come pouring in, one after the other, I am just trying to stay afloat. My mind floods with new thoughts and ideas - without letting the old ones wash away. I try not to think I'm in over my head, but I can at least skim the surface of profound thought as long as I don't hold back. Because fortunately for me, it's philosophy; there is no right and wrong answer."
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Economic Thought, 2002.
An overview of the history and trends of economic thought through analysis of the theories of Karl Marx, Hegel, Adam Smith, David Ricardo and Thomas Malthus.
650 words (approx. 2.6 pages), 1 source, $ 26.95
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Abstract
This paper will discuss the certain theories of Karl Marx, Hegel, Adam Smith, David Ricardo and Thomas Malthus in an expose of the trends of economic thought throughout history. By revealing these men in a short outlook on their influential aspects of economic thought, we can see the lines that have been drawn in the study of this field.
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Confucian Thought, 2007.
An analysis of Confucian thought and its influence on pedagogy today.
1,885 words (approx. 7.5 pages), 1 source, MLA, $ 60.95
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Abstract
This paper discusses the history of Confucian thought. The paper explains Confucius' theory that advocated the creation of a common community of moral teaching, rather than stressing the individual in isolation. It suggest that his influence is felt in the modern educational system today and describes ways in which this is true. The paper also explains the background of many of the cliches about Confucian thought that we have in society today.
From the Paper
"According to the Confucian scholar Tu Wei-ming, Confucius even has a great deal to say to persons involved in the modern debates revolving around multiculturalism. Despite Confucius' place in his own Chinese tradition as a transmitter of culture and a teacher of long-shared values, Wei-ming stresses that "to truly find one's roots, to find inspiration in one's ethnicity and cultural tradition, one must go beyond a closed ethnocentrism or a narrowly conceived culturalism," because cultivation of li, or right teaching is never mere-navel gazing. It is locating the immediate and ancestral family and tradition as part of a greater world community. (Wei-ming, 2006) Knowing family history alone is not enough. Rather, a student must know the collective history of the nation and the world, to avoid repeating the mistakes of the past, and to replicate the right moral teachings of his or her ancestors. This is underlined in every good civics class in America today, even if avoiding historical mistakes can be difficult."
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Holocaust and Jewish Thought, 2007.
This paper discusses the impact of the Holocaust upon post 1945 Jewish religious thought.
1,687 words (approx. 6.7 pages), 7 sources, MLA, $ 54.95
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Abstract
In this article, the writer discusses the influence made by the Holocaust upon contemporary Jewish thought. In particular, the paper looks at the works of Richard L. Rubenstein, Eliezer Berkovits and Emil Fackenheim and notes how these major scholars are forced to grapple with an issue that threatens to permanently undermine the faith of the Jewish people in the God of their ancestors. In addition, the paper also notes the general despair which often seems to characterize Jewish works in the post-Holocaust epoch. In the end, the writer maintains that the horrors of the Holocaust have forced many Jewish theologians to consider that they may be worshipping a God who is either not omnipotent - or not omni-benevolent.
From the Paper
"To start with, the holocaust was an event of catastrophic suffering for the Jewish people and this suffering forced - at least among some prominent intellectuals - a re-assessment of religion and, more especially, a re-assessment of God. Simply put, the horrors of the Holocaust challenged the traditional religious text from which the Jewish people had long read in a way that no other event could possibly have done. Specifically, traditional Judaism had frequently been at odds with modernity insofar as the proponents of historicism and positivism (to say nothing of the teachings of Hegel and Kant and even Marx) took issue with an historical narrative that emphasized the existence of a transcendent deity who not only created the world but who also designated the Jewish people as a "special people" with a special communion with God."
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John K. Fairbank's "Chinese Thought and Institutions", 2006.
A critical review essay of John King Fairbank's collection of papers, "Chinese Thought and Institutions".
1,350 words (approx. 5.4 pages), 3 sources, $ 53.95
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Abstract
This paper describes several papers from John K. Fairbanks collection of papers, "Chinese Thought and Institutions", and explains how they tend to show that Confucianism helped gear China for Communism because it fostered different expectations of government and the state.
From the Paper
"John King Fairbank (1907-1991) was born in North Dakota and educated at Phillips Exeter Academy, the University of Wisconsin, and Harvard, before he went to Oxford in 1929, as a Rhodes scholar. He spent most of 1929 to 1936 researching in 'Peiping', as Beijing was then called. He then returned to the United States and was made a professor of modern Chinese history at Harvard. (AHA, 1993) Professor Fairbank wrote on American trade and diplomacy involving China and with Professor S.Y. Teng, on China's response to Western influence."
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The Ego and Rational Thought, 2001.
This essay discusses how rational thought can lead to using the ego to perform ethical acts.
1,555 words (approx. 6.2 pages), 2 sources, MLA, $ 51.95
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Abstract
This paper examine the seemingly paradoxical roles of ego and rational thought and how they actually complement each other and are both necessary for the formation of a balanced human being. The author discusses the works of Bentham, Descartes, and Kant.
From the Paper
"The phenomenon of equating egoism with mere selfishness rather than as the extremely important underlying force from which not only rational thought springs, but happiness as well, perhaps originated within the tenets of organized religion, when it was perceived as ?sinful? to consider the self, and saintly to sacrifice the self to any extreme, including martyrdom. Thus, while much of modern society is formed upon outdated codes of ethics, it can be said that it might benefit by returning to an even older form of ethics based upon an acknowledgment of the guardian ego and its primal awareness of - and inherent desire for - happiness as achieved through acts of virtue."
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